In the Twenty First Century 'Collaboration' has become an important emphasis in the classroom as well as in the workplace. Through the Web 2.0, wikis, blogs, and digital technology have been introduced. These are extremely useful tools in enhancing writing through collaboration (Oatman, 2005). Instead of students using pen and paper to sit alone at their desks or typing at the computer in a word document, they can now work together, producing papers, projects, and presentations. Now instead of writing a prompt that gets read by only the teacher or classmates, students can produce work that will be read by many others on the web. These can be edited, refined, and added to numerous times (Richardson, 2006).
Quoting Lamb & Johnson (2007), "Wikis provide an opportunity to synthesize ideas and create a collaborative project that is broader, deeper, and more interconnected than that created in a traditional writing environment" best describes reasons to entertain exploring web technology in the classroom (Lamb & Johnson, 2007). Blogs are useful for journaling, making comments, and connecting to others. Teachers can start small with their students and as their students catch on through modeling and experience they can expand the use of technology in their classroom. First the teacher needs to buy into it, and then model, guide, and facilitate their students.Teachers need to see technology as an active interaction with others and as an experience with others' minds (Garcia & Rose, 2007). With the billions of choices of web sites, wikis, and blogs students have an opportunity to seek information including primary sources that in the traditional classroom has not been available in the past. Most teachers who have started using blogs and wikis are seeing improvement and better quality in their students' writing (Achterman, 2006).
ESL Blogging
Using weblogs in an ESL classroom is beneficial to students in many ways. It provides daily reading practices, exploration of English written websites, and is a tool for research. A blog can be used as an online journal for individual creativity, thoughts, and ideas. For the teacher it serves as record of learning and a resource to support academic growth.
Using the blog for additional reading practices helps to motivate students who appear bored with traditional reading assignments. The entries are made smaller and directs the student to the intended purpose of the lesson. Vocabulary practice of commonly used words and new vocabulary can be added, to build on the existing word bank.
ESL students become more familiar with other computer tool. Student put the applications taught in class into practice with English written websites and software. As they explore different English language websites, the students will gather various writing styles, gestures, frequently used phrases, etc. The blog also creates an opportunity for reluctant students to gain confidence and overcome fear of learning a new language.
Blogs can assist students with identifying a place for reference materials. Some blogs contain permanent links to organize and guide students to important information. Using a blog as a resource is one way of students beginning to practice study skills. Test guides, and sample quizzes can be designed to reinforce student learning.
Blogs can be used for teachers and students to work collaboratively as well as teachers and peers giving tips, and then motivating the student to practice and benefit from instant suggestions from their peers. Blogs can also be used for online mentoring between students either in the classroom or with older students from another classroom (Crie, 2006).
Classroom blogs are a more collaborative effort for the whole class. In classes where students have more dialog, they would be able to individually respond to classroom discussions, post messages for other students, and share their thoughts on various topics. Using blogs can be useful for managing project-based assignments for groups of students with writing and research. Classroom blogs also provide an opportunity for international language exchange. Students can ask and respond to ESL tutors through the use of the blog. The tutors can assist ESL students with drafting and editing their writing. In addition, the blogging is used as an avenue of communication with the ESL student and their ESL tutor (Bouchard, 2001).
Students with Learning Disabilities - Using technology
Getting your students with Learning Disabilities involved in blogging, wikis, and digital technology will enhance their writing skills. It was shown that students who used computers for writing were more motivated and involved and produced better quality work. (Englert, Zhao, Dunsmore, Collings & Wolbers) Also it was found that students who collaborated were more effective than students who worked alone or even in pairs. Hartley (2007) noted that using technology with students with disabilities has shown extraordinary and positive results (Hartley, 2007). We need to effectively use technology and engage our students or they will fall between the cracks (Barrack, 2006). There is technology for students with special needs that can allow and provide access to Braille for blind people, that can magnify print and text to speech for the visually impaired, closed captioning for people with hearing impairments, text to speech for students with speech-impairments , magnifying and changing backgrounds, voice to text technology, and alternative keyboards for students who cannot use a regular keyboard (Williams, 2007). Some school districts provide an Assistive Technology Specialist that train students and teachers how to use these devices in the classroom. Sometimes the students can take a mobile device home with them depending on the need, and if technology devices available in the district.
Students with Learning Disabilities can have access and participate and collaborate using blogs and wikis. They can read or have the blog question read to them. They can write their comments or have them scribed by a peer or teacher. They will improve their reading and writing skills as they read, edit, and respond to their classmates and teachers' responses. When students have a purpose for their writing they are more motivated to respond and perform better. When students know they have an audience by publishing their work they are more likely to give it their best shot. When given chances to learn and practice during the the school day they will improve their writing and reading as well as their thinking and problem solving skills. Adding these tools to the classroom will provide interaction with others and eventually prepare the children for college, jobs and careers after high school (Richardson and Manic, 2007). Doug Achterman (2006) provided an example of a writing a persuasive paper assignment on a Wiki with good results. Both the teacher and students could follow their progress by reviewing the history (Achterman, 2006). The most important role for the teacher that seems to be said over and over again is that the teacher needs to model and facilitate the learning when using wikis and blogs (Garcia and Rose, 2007).
Using technology for differientiated instruction in a heterogenious classroom
Using technology in the classroom provides an opportunity for teachers to differentiate instruction for students. Many lessons have been created to encourage teachers to use computers and numerous softwares to promote collaborative learning. Having students integrate technology into their work allows them options on presenting and organizing the information gathered. The progress may begin very simple with the group creating a spread sheet of tasks for the project and assign a group member to complete the task. The use of a wiki can be helpful with storing information, and editing and drafting as a group. Student groups can present their work through PowerPoint slide shows, videos, websites and digital animation.
Technology can be integrated into all academic subject areas. Students work in pairs or small groups on webquest assignments and/or interactive websites that reinforce classwork. Students gain additional practice with interactive websites that are rich with vocabulary on the topic, and support skill and concepts. http://iteslj.org/Techniques/Kentera-Computers.html
Conclusion
Technology in the classroom has proven to be a very useful tool. Students are able to gain more practice in writing and expressing their ideas, and thoughts on topics related to class work. Students with learning disabilities and ESL students work can work collaboratively with tutors and other students for drafting and editing their work. Blogging and wiki are great tools that can be used by students to manage and organize their work. Using technology in differentiated instruction promotes group work that relies on individuals working small tasks to create and design a project from their collaborative efforts.
Englert, Carol Sue; Young, Zhao; Dunsmore, Kailonnie; Collings, Natalia Yevgenyevna
& Wolbers, Kimberly. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an internet- based technology to improve performance. Learning Disability Quarterly, 30, no 1, pp.9-29.
Garcia, Penny & Rose, Stephen. (2007). The influence of technocentric collaboration on
preservice teachers’ attitudes about technology’s role in powerful learning and teaching. Journal of Technology
and Teacher Education, 15, no 2, pp.247-66.
Hartley, James. (January, 2007). Teaching, learning and new technology: a review for
teachers. British Journal of Educational Technology, 38, no1, pp.42-62 .
Lamb, Annette and Johnson, Larry. (June, 2007). An information skills workout: Wikis
and collaborative writing. Teacher Librarian, 34, no 5, pp.57-9.
Oatman, Eric. (November, 2005). Make way for wikis. School Library Journal, 51, no 11,
pp.52-4.
Richardson, Will. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for
Classrooms. Thousand Oaks: Corwin Press – Sage Publication Company.
Richardson, Will & Mancabelli, Rob. (May, 2007). The high-tech inspires the read/write
website. The Education Digest, 72, no 9, pp.14-18.
Williams, John M. (December, 2005). Digital technology offers new opportunities to
people with disabilities. The Exceptional Parent, 35, no 12, pp.34, 36-40.
Collaborative Writing - Using Technology
by Crystal Bostick and Sue Ellen McGrath[[ http://suemcgrath.edublogs.org/]] http://msbostick.edublogs.org/
Introduction
In the Twenty First Century 'Collaboration' has become an important emphasis in the classroom as well as in the workplace. Through the Web 2.0, wikis, blogs, and digital technology have been introduced. These are extremely useful tools in enhancing writing through collaboration (Oatman, 2005). Instead of students using pen and paper to sit alone at their desks or typing at the computer in a word document, they can now work together, producing papers, projects, and presentations. Now instead of writing a prompt that gets read by only the teacher or classmates, students can produce work that will be read by many others on the web. These can be edited, refined, and added to numerous times (Richardson, 2006).Quoting Lamb & Johnson (2007), "Wikis provide an opportunity to synthesize ideas and create a collaborative project that is broader, deeper, and more interconnected than that created in a traditional writing environment" best describes reasons to entertain exploring web technology in the classroom (Lamb & Johnson, 2007). Blogs are useful for journaling, making comments, and connecting to others. Teachers can start small with their students and as their students catch on through modeling and experience they can expand the use of technology in their classroom. First the teacher needs to buy into it, and then model, guide, and facilitate their students.Teachers need to see technology as an active interaction with others and as an experience with others' minds (Garcia & Rose, 2007). With the billions of choices of web sites, wikis, and blogs students have an opportunity to seek information including primary sources that in the traditional classroom has not been available in the past. Most teachers who have started using blogs and wikis are seeing improvement and better quality in their students' writing (Achterman, 2006).
ESL Blogging
Using weblogs in an ESL classroom is beneficial to students in many ways. It provides daily reading practices, exploration of English written websites, and is a tool for research. A blog can be used as an online journal for individual creativity, thoughts, and ideas. For the teacher it serves as record of learning and a resource to support academic growth.
Classroom blogs are a more collaborative effort for the whole class. In classes where students have more dialog, they would be able to individually respond to classroom discussions, post messages for other students, and share their thoughts on various topics. Using blogs can be useful for managing project-based assignments for groups of students with writing and research. Classroom blogs also provide an opportunity for international language exchange. Students can ask and respond to ESL tutors through the use of the blog. The tutors can assist ESL students with drafting and editing their writing. In addition, the blogging is used as an avenue of communication with the ESL student and their ESL tutor (Bouchard, 2001).
Students with Learning Disabilities - Using technology
Getting your students with Learning Disabilities involved in blogging, wikis, and digital technology will enhance their writing skills. It was shown that students who used computers for writing were more motivated and involved and produced better quality work. (Englert, Zhao, Dunsmore, Collings & Wolbers) Also it was found that students who collaborated were more effective than students who worked alone or even in pairs. Hartley (2007) noted that using technology with students with disabilities has shown extraordinary and positive results (Hartley, 2007). We need to effectively use technology and engage our students or they will fall between the cracks (Barrack, 2006). There is technology for students with special needs that can allow and provide access to Braille for blind people, that can magnify print and text to speech for the visually impaired, closed captioning for people with hearing impairments, text to speech for students with speech-impairments , magnifying and changing backgrounds, voice to text technology, and alternative keyboards for students who cannot use a regular keyboard (Williams, 2007). Some school districts provide an Assistive Technology Specialist that train students and teachers how to use these devices in the classroom. Sometimes the students can take a mobile device home with them depending on the need, and if technology devices available in the district.
Students with Learning Disabilities can have access and participate and collaborate using blogs and wikis. They can read or have the blog question read to them. They can write their comments or have them scribed by a peer or teacher. They will improve their reading and writing skills as they read, edit, and respond to their classmates and teachers' responses. When students have a purpose for their writing they are more motivated to respond and perform better. When students know they have an audience by publishing their work they are more likely to give it their best shot. When given chances to learn and practice during the the school day they will improve their writing and reading as well as their thinking and problem solving skills. Adding these tools to the classroom will provide interaction with others and eventually prepare the children for college, jobs and careers after high school (Richardson and Manic, 2007). Doug Achterman (2006) provided an example of a writing a persuasive paper assignment on a Wiki with good results. Both the teacher and students could follow their progress by reviewing the history (Achterman, 2006). The most important role for the teacher that seems to be said over and over again is that the teacher needs to model and facilitate the learning when using wikis and blogs (Garcia and Rose, 2007).
Using technology for differientiated instruction in a heterogenious classroom
Using technology in the classroom provides an opportunity for teachers to differentiate instruction for students. Many lessons have been created to encourage teachers to use computers and numerous softwares to promote collaborative learning. Having students integrate technology into their work allows them options on presenting and organizing the information gathered. The progress may begin very simple with the group creating a spread sheet of tasks for the project and assign a group member to complete the task. The use of a wiki can be helpful with storing information, and editing and drafting as a group. Student groups can present their work through PowerPoint slide shows, videos, websites and digital animation.Technology can be integrated into all academic subject areas. Students work in pairs or small groups on webquest assignments and/or interactive websites that reinforce classwork. Students gain additional practice with interactive websites that are rich with vocabulary on the topic, and support skill and concepts. http://iteslj.org/Techniques/Kentera-Computers.html
Conclusion
Technology in the classroom has proven to be a very useful tool. Students are able to gain more practice in writing and expressing their ideas, and thoughts on topics related to class work. Students with learning disabilities and ESL students work can work collaboratively with tutors and other students for drafting and editing their work. Blogging and wiki are great tools that can be used by students to manage and organize their work. Using technology in differentiated instruction promotes group work that relies on individuals working small tasks to create and design a project from their collaborative efforts.References
Achterman, Doug. (December, 2006). Beyond “Wikipedia”. Teacher Librarian, 34, no 2,
pp.19-22.
Barack, Lauren. (January, 2006). Serving special learners. School Library Journal, 52, no 1, 30.
Bouchard, Margaret. (February, 2001). ESL Smart. West Nyack. Prentice Hall Direct. p 608.
Crie, Mollie. (October, 2006). Using blogs to integrate technology in the classroom.
Teaching Today. Retrieved July 28, 2007 from Glencoe Online at
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
Englert, Carol Sue; Young, Zhao; Dunsmore, Kailonnie; Collings, Natalia Yevgenyevna
& Wolbers, Kimberly. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an internet- based technology to improve performance. Learning Disability Quarterly, 30, no 1, pp.9-29.
Garcia, Penny & Rose, Stephen. (2007). The influence of technocentric collaboration on
preservice teachers’ attitudes about technology’s role in powerful learning and teaching. Journal of Technology
and Teacher Education, 15, no 2, pp.247-66.
Hartley, James. (January, 2007). Teaching, learning and new technology: a review for
teachers. British Journal of Educational Technology, 38, no1, pp.42-62 .
Kentera, Vera. Ways ESL teachers can use computers in their classrooms. Retrieved July 26, 2007 at http://iteslj.org/Techniques/Kentera-Computers.html .
Lamb, Annette and Johnson, Larry. (June, 2007). An information skills workout: Wikis
and collaborative writing. Teacher Librarian, 34, no 5, pp.57-9.
Oatman, Eric. (November, 2005). Make way for wikis. School Library Journal, 51, no 11,
pp.52-4.
Richardson, Will. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for
Classrooms. Thousand Oaks: Corwin Press – Sage Publication Company.
Richardson, Will & Mancabelli, Rob. (May, 2007). The high-tech inspires the read/write
website. The Education Digest, 72, no 9, pp.14-18.
Williams, John M. (December, 2005). Digital technology offers new opportunities to
people with disabilities. The Exceptional Parent, 35, no 12, pp.34, 36-40.